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LOOMING TEACHER CRISIS EVEN AS THE MINISTRY OF EDUCATION RUSHES TO TRAIN PRIMARY SCHOOL TEACHERS ON THE NEW COMPETENCY-BASED CURRICULUM, CBC

HERE ARE SOME OF THE POSSIBLE THREATS TO A SUCCESSFUL CBC CURRICULUM ROLL-OUT AT GRADE 4 IN 2020

LOOMING TEACHER CRISIS EVEN AS THE MINISTRY OF EDUCATION RUSHES TO TRAIN PRIMARY SCHOOL TEACHERS ON THE NEW COMPETENCY-BASED CURRICULUM, CBC. IMAGE COURTESY
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LOOMING TEACHER CRISIS EVEN AS THE MINISTRY OF EDUCATION RUSHES TO TRAIN PRIMARY SCHOOL TEACHERS ON THE NEW COMPETENCY-BASED CURRICULUM, CBC

HERE ARE SOME OF THE POSSIBLE THREATS TO A SUCCESSFUL CBC CURRICULUM ROLL-OUT AT GRADE 4 IN 2020

EXTERNAL LINKS WITH RELATED CONTENT

https://www.nation.co.ke/news/education/Are-schools-ready-for-Grade-4-/2643604-5406530-557dcg/index.html

https://www.nation.co.ke/news/education/106-000-tutors-to-begin-training-on-new-syllabus/2643604-5404462-5q4u8h/index.html

Some education key stakeholders have raised concerns as to whether tutors are well-prepared and well-equipped to successfully implement the new Competency-based curriculum.

Unlike in lower primary levels whereby a single teacher can handle the entire class of pupils in all the learning areas, upper primary (grade four included) is more rigorous and time-consuming.

Besides, at grade four level a teacher can only handle two to three learning areas in one stream.

Based on the most recent CBC teacher training statistics, a total of 106, 000 primary school teachers started a two-day CBC training on Thursday bringing the total number of teachers training on the new CBC curriculum to 228, 000 teachers in Kenya.

Two primary school teachers per school have so far been trained on the new CBC curriculum. this is where the backstops. So the big question is can the two teachers handle all the 8 35-minute lessons slated by the ministry at all grade four level in their schools?

Worth noting is that Grade four has got over 15 learning areas where learners have to be taken through both practical and theoretical lessons.

These Grade four CBC compulsory learning areas include Mathematics, English, Physical and Health Education, Kiswahili, Science and Technology, Kiswahili or Kenya Sign Language, Home Science, Agriculture and Social Studies.

Other optional grade four learning areas include Christian Religious Education, Hindu Religious Education, Islamic Religious Education, Art and Craft, French, Arabic, Pastoral program of Instruction, German and Indigenous languages.

Surely, with only two teachers trained in upper primary, the workload is likely to be heavier for tutors.

BELOW IS THE NEW CBC TIMETABLE FOR UPPER PRIMARY

NEW CBC TIMETABLE FOR UPPER PRIMARY

HERE ARE GUIDELINES ON HOW TO DESIGN THE NEW CBC TIME TABLE FOR GRADE 4 LEVEL

EXTERNAL LINKS WITH RELATED CONTENT

https://educationnewshub.co.ke/grade-4-to-6-time-table-time-allocation-and-lesson-distribution-for-all-primary-schools-ministry-of-education-guidelines/

https://kcserevision.com/grade-1-2-3-4-cbc-revision-materials/

The new Competence-Based Curricullum has already been rolled out up to Grade Three level.

Curriculum masters in all schools whether public or private are therefore expected to design a new timetable for the next level, Grade 4.

This is according to the circular written by Dr Belio Kipsang on behalf of the Ministry of Education.

Below are quick guidelines to help you sail through smoothly:

NEW CBC GUIDELINES TO HELP YOU DESIGN NEXT YEAR’S GRADE 4 TIME TABLE

  1. LESSON DISTRIBUTION AND TIME ALLOCATION

-The total number of lessons per day is 8.

-Each lesson will last for 35 minutes.

-Lesson distribution per subject is as shown below:

LEARNING AREA NO. OF LESSONS PER WEEK
1. MATHEMATICS 5
2. PHYSICAL AND HEALTH EDUCATION 5
3. ENGLISH 4
4. KISWAHILI OR KENYA SIGN LANGUAGE 4
5. SCIENCE ANT TECHNOLOGY 4
6. SOCIAL STUDIES 3
7. HOME SCIENCE 3
8. AGRICULTURE 3
9. CRE/IRE/HRE 3
10. ART AND CRAFT 2
11. INDIGENOUS/ FOREIGN LANGUAGES i.e. FRENCH, ARABIC AND GERMAN 2
12. PASTORAL PROGRAM INSTRUCTION, PPI 1
13. MUSIC 1
14. TOTAL NUMBER OF LESSONS 40
  1. INTERMEDIATE LEVEL FOR SPECIAL NEEDS EDUCATION (SNE)

This is purely meant for special needs learners who cannot be subjected to the regular CBC learning curriculum.

It is the second level in the stage-based CBC for special need learners.

Learners with special needs include:

  1. Profound disability
  2. Multiple impairments
  3. Severe autism
  4. Deaf- blindness
  5. Severe cerebral palsy
  6. Severe intellectual disability

LESSON DISTRIBUTION FOR INTERMEDIATE SPECIAL NEEDS EDUCATION LEVEL

-This level shall have only 6 lessons per day.

-Each lesson will last for 35 minutes.

-Lesson distribution based on the learning area is as shown below:

LEARNING AREA NO. OF LESSONS PER WEEK
1. COMMUNICATION, SOCIAL AND LITERACY SKILLS 5
2. ACTIVITIES OF DAILY LIVING SKILLS 5
3. RELIGIOUS EDUCATION 2
4. SENSORY-MOTOR INTEGRATION 3
5. ENVIRONMENTAL ACTIVITIES 3
6. NUMERACY ACTIVITIES 3
7. CREATIVE ACTIVITIES; ART AND CRAFT 2
8. CREATIVE ACTIVITIES; MUSIC 2
9. PSYCHO-MOTOR ACTIVITIES 5
10. TOTAL NO.OF LESSONS 30

FOR MORE EDUCATION BREAKING NEWS PLEASE VISIT: newspro.co.ke

POINTS TO NOTE

  1. English will continue being the language of instruction for all learning areas save for Kiswahili, foreign and indigenous languages.
  2. Not all public primary schools will be selected by the Ministry of Education and the Teachers Service Commission to offer foreign and indigenous languages.
  3. Home Science and Agriculture will be allocated 1 theory lesson and a double lesson for practical activities.
  4. Science and Technology will be allocated two single lessons and a double lesson for practical activities.
  5. Physical and Health Education will be time tabled daily for every grade. Besides, it should be activity-based.
  6. Pastoral Programmes of Instruction, PPI should be conducted by a reputable and responsible member of a recognized religious faith within the school community. The religious faith must be legally registered in Kenya.
  7. Co-curricular Activities are compulsory and should be implemented as recommended for all the learners undergoing formal training.
  8. Schools are expected to ensure that all learners participate in community service activities based on the curriculum designs offered.
  9. Schools should create opportunities for parental involvement and sharing of ideas regarding CBC implementation.
  10. Schools should incorporate core values in learning the learning process across all the learning areas in Upper primary.
  11. The last two lessons every Friday (5 %) of teaching time should be time tabled for Teacher Professional Development Activities, TPAD. Learners on the other hand, should be allowed to interact with digital devices, library work, TV and radio programmes aired live by the KICD.

 

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